This model was developed by Abraham Tannenbaum in 1983. This model focuses on five internal and external elements all of which must be present in order to facilitate giftedness. Tannenbaum suggests that while different areas of talent may require different combinations of the factors a serious deficiency in any one element cannot be compensated for by the other four.
General ability
Tannenbaum includes testable general intelligence as a factor in all forms of giftedness, though the level required will vary between domains. Mathematics is likely to require very high levels of general intelligence as it has foundations in abstract reasoning.
Special aptitude
A gifted student must have a particular type of task or work which they especially excel at. Some of these can be identified in early childhood, while others may not become apparent until later in life.
Non-intellective requisites
These factors include motivation, task commitment, belief in ones self, sound metal health, and confidence. They are similar to the intrapersonal catalysts in Gagné's model.
Environmental supports
On a small scale these include the child's family, peers, school and community - and the provisions and support they provide to the student. On a larger scale they include the economic, social and political climates, and the value these put on the child's area of talent.
Chance factors
These can assist or hinder the students progress towards fulfillment of their potential. They are entirely unpredictable, and often uncontrollable.
'Sea star' model of giftedness
This model was developed by Abraham Tannenbaum in 1983. This model focuses on five internal and external elements all of which must be present in order to facilitate giftedness. Tannenbaum suggests that while different areas of talent may require different combinations of the factors a serious deficiency in any one element cannot be compensated for by the other four.
General ability
Tannenbaum includes testable general intelligence as a factor in all forms of giftedness, though the level required will vary between domains. Mathematics is likely to require very high levels of general intelligence as it has foundations in abstract reasoning.
Special aptitude
A gifted student must have a particular type of task or work which they especially excel at. Some of these can be identified in early childhood, while others may not become apparent until later in life.
Non-intellective requisites
These factors include motivation, task commitment, belief in ones self, sound metal health, and confidence. They are similar to the intrapersonal catalysts in Gagné's model.
Environmental supports
On a small scale these include the child's family, peers, school and community - and the provisions and support they provide to the student. On a larger scale they include the economic, social and political climates, and the value these put on the child's area of talent.
Chance factors
These can assist or hinder the students progress towards fulfillment of their potential. They are entirely unpredictable, and often uncontrollable.